Responsive image
博碩士論文 etd-0609118-154207 詳細資訊
Title page for etd-0609118-154207
論文名稱
Title
高雄市試辦「提昇國中小學生英語學習成效」實驗計畫成功及不成功因素之研究
Factors Affecting the Success of an Experimental Project for English Learning of Elementary and Middle School Students: The Case of Kaohsiung City
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
118
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2018-06-06
繳交日期
Date of Submission
2018-07-09
關鍵字
Keywords
學習成效、差異化教學、英語學習
Learning effectiveness, learning English, Differentiated instruction
統計
Statistics
本論文已被瀏覽 5704 次,被下載 215
The thesis/dissertation has been browsed 5704 times, has been downloaded 215 times.
中文摘要
本研究以高雄市試辦「提昇國中小學生英語學習成效」實驗計畫的學校為主要對象,共計有高雄市林園、大寮、大旗山、大岡山、大鳳山參與實驗之學校(共60所小學、3所國中)。自102學年度開始,以特定條件式篩選高雄市林園地區的五所小學試辦「提昇國中小學生英語學習成效」實驗計畫,到106學年度,第二期四年計畫開始時,有十所學校退出第二期計畫,而加入六所國小、兩所國中,合計六十三所國小參與第二期實驗計畫,希望能從國小到國中,打好基礎,奠定日後學習根基。
本研究將就此計畫每年的成績統計報告進行資料分析、訪談,藉此探討提昇偏鄉學生英語學習能力的方法與策略,提供政策制定參考。本研究獲得以下結論:
一、 參與實驗計畫的學校數逐年增加,且從國小延伸至國中,可見計畫的精神主軸漸被肯定與認同。
二、 教師專業社群的運作良好,促使教師教學表現與學生互動佳,提昇學生英語學習成效。
三、 參與實驗計畫學校的學生學習成效大部份表現良好,少部份因為主客觀因素呈現落差。
四、 整體效益評估:
(一) 提昇學生學習英語動機
(二) 有效減少補救教學學生
(三) 拉近城鄉差距
(四) 有效接軌下階段學習
Abstract
The study focused on Kaohsiung City’s pilot project of “Upgrading Primary and Secondary School Pupils’ Achievements in English Learning” in the experimental program. A total of Kaohsiung City’s Linyuan, Daxie, Daqishan, Dagangshan, and Dafengshan participated in the experiment.( 60 elementary schools, 3 junior high schools).
Since the beginning of the 102 academic year, five primary schools in the Linyuan District of Kaohsiung City have been piloted in a specific conditional format for the pilot project of “Enhancing the English Learning Achievements of Primary and Secondary School Students”. By the 106th academic year, when the second four-year plan starts, there are ten The school withdrew from the second phase of the project and joined six elementary schools and two junior colleges. A total of 63 junior high schools participated in the second phase of the experimental program, hoping to lay a solid foundation from elementary school to junior high school and lay a foundation for future study Foundation.
This study will conduct annual data analysis and interviews on the project’s annual performance statistics report to explore methods and strategies for improving students’ ability to learn English in rural areas and provide policy development guidance. The study obtained the following conclusions:
(a) The number of schools participating in the experimental program has been increasing year by year, and from the elementary school to the junior high school, it can be seen that the spiritual main axis of the project is gradually affirmed and recognized.
(b) The professional work of the teachers' professional community has promoted the teacher's teaching performance to interact well with students and improved the effectiveness of students' English learning.
(c) Students participating in the experimental planning school achieved good results in most of the studies, and a small part due to subjective and objective factors presented a gap.
(d) The overall benefit assessment:
(I) Improve students' motivation to learn English.
(II) Effectively reducing remedial teaching students.
(III)Closer to the gap between urban and rural areas.
(IV) Effective learning and learning in the next stage
目次 Table of Contents
國立中山大學研究生學位論文審定書 i
中文摘要 ii
Abstract iii
目 錄 v
表 次 vii
圖 次 viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 研究問題 2
第四節 研究範圍與限制 3
第二章 文獻探討 5
第一節 國中小英語學習現況 5
第二節 提昇國中小英語學習成效計畫 7
第三節 學習動機與學習成效相關理論 19
第四節 英語學習相關理論 24
第三章 研究設計與實施 30
第一節 研究架構 30
第二節 研究對象 31
第三節 研究方法 31
第四節 研究流程 32
第四章 研究結果與討論 33
第一節 前後測成績評量統計分析 33
第二節 實驗計畫成功及不成功的因素分析 89
第五章 結論與建議 95
第一節 結論 95
第二節 建議 98
參考文獻 100
附件一 104
高雄市試辦「提昇國中小學生英語學習成效」實驗計畫教師訪談大綱 104
參考文獻 References
壹、中文部分
一、書籍
任凱(2005)。團體動力:理論與技巧 Joining Together。台北:學富文化。
吳權威、張奕華、王緒溢、吳宗哲、韓長澤(2011)。教學科技與創新教學:理論與案例。台北:網奕資訊科技。
李咏吟、單文經(1997)。教學原理。台北:遠流。
林建平(1997)。學習輔導-理論與實務。台北:五南。
林寶山(2003)。實用教學原理。台北:心理出版社。
張春興(1973)。心理學。台北:三民。
張春興(1996)。教育心理學一三化取向的理論輿實踐。台北:東華。
莊壁菁(1995)。成人教學策略。載於中華民國成人教育學會(主編),有效的成人教學。台北:師大書苑。
陳寬裕、王正華(2010)。論文統計分析實務:SPSS與AMOS的運用。台北:五南。
黃政傑、林佩璇(1996)。合作學習。台北:五南圖書出版公司。

二、期刊
毛國楠(1997)。成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度與學業成就之影響。教育心理學報,29,117-135。
張蕊苓(1991)。性別、預期得分、選課理由與學習動機關係之研究。國立花蓮師院初等教育學報,1,111-129。
許淑玫(1998)。ARCS動機設計模式之教學上的應用。國教輔導,38(2),16-24。
郭為藩(1970)。自我理論在教育學上的應用。國立台灣師範大學教育研究所集刊,12,85-129。
黃富順(1996)。增強成人學習者的學習動機。成人教育,34,2-8。
劉政宏、張景媛、許鼎延、張瓊文(2005)。國小學生學習動機成分之分析及其對學習行為之影響。教育心理學報,37(2),173-196。

三、學術論文
李黛華(2014)數位學習應用模式提升英語成效之研究。國立屏東教育大學教育行政研究所博士論文,屏東縣。
侯玫如(2002)。多重目標導向對國中生認知、動機、情感與學習行為之影響。國立成功大學教育研究所碩士論文,台南市。
張錦鶴(2002)彰化縣國小高年級學生學習行為與學業成就關係之研究。臺中師範學院國民教育研究所碩士論文,台中市。
莊明廣(2017)。多國小學生適性化數位學習模式之研究。國立高雄師範大學工業科技教育學系博士論文,高雄市。
陳嘉斌(2012)。多媒體呈現原則與英語行動學習之成效研究。國立高雄師範大學工業科技教育學系博士論文,高雄市。

四、研究報告
莊明廣(2017)。高雄市提昇國中小學生英語學習成效研究報告。教育部國教署委託研究計畫報告,未出版。
溫嘉榮、莊明廣(2014)。國小英語低成就學生學習與教學環境建置之研究。國家科學委員會專題研究計畫報告,未出版。
溫嘉榮、陳嘉斌、郭勝煌(2008)。情境感知教學環境應用於國小英語學習策略之研究。發表於聯合大學辦理之第一屆資訊創新管理與社會永續發展研討會,苗票。

貳、外文部分
Bischoff, P. J., & Anderson, O. R. (1998). A case study analysis of the development of knowledge schema, ideational network, and higher cognitive operations among high school students who studied ecology. School Science and Mathematics, 98(5), 228-237.
Bloom, B.S.(1978). New views of the learners: Implications for instruction and curriculum. Educational Leadership, 35, 563-576.
Cookson, P. S. (1986). A framework for theory and research on adult education participation. Adult Education Quarterly, 36(3), pp. 130-141.
Frohberg, D. (2006). Mobile Learning is Coming of Age: What we have & what we still miss. In Proceedings of DeLFI 2006, Germany: Darmstadt.
Gutwin, C., & Greenberg, S. (1999). The effects of workspace awareness support on the usability of real-time distributed groupware. Computer-Human Interaction, 6(3), 243-281.
Hegarty, M., Carpenter, P. A. & Just, M. A. (1991). Diagrams in the comprehension of scientific texts. In R. Barr, M. L. Kamil, P. Mosenthal,& P. D. Pearson (Eds.), Handbook of reading research, 2,641-668.
Johnson, D. W., & Johnson, F. P. (2000). Joining Together: Group Theory and Group Skills (7th ed.). Boston: Allyn and Bacon.
Johnson, D. W., & Johnson, R. T. (1994). Learning Together and Alone (4th ed.). Massachusetts: ALLYN and BACON.
Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (1st ed., pp. 1017-1044). New York: Simon & Schuster Macmillan.
Johnson, D. W., Druckman, D., & Dansereau, D. (1994). Training in teams. In D. Druckman & R. Bjork (Eds.), Learning, Remembering, Believing: Enhancing Human Performance (pp. 140-170). Washington, D. C.: National Academy Press.
Main, R. G. (1993). Integrating motivation into the instructional design process. Educational Technology, 33(12), 37-41.
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26(3), 356-376.
McCown, R. R., Driscoll, M., & Roop, P. (1996). Facilitating student motivation. In R. R. McCown, M. Driscoll, & P. Roop, (Eds.), Educational psychology (2nd ed.) (pp. 278-309). Needham Heights, MA: Allyn and Bacon.
Moore, M. (1984). On A Theory of Independent Study. In Sewart, D., Keegan, D. & Holmberg, B. (Eds.), Distance Education (pp.68-94). New York: Routledge.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge, London: Cambridge University Press.
Patten, B., Sa´nchez, I. A., & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers & Education, 46(3), 294-308.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in Motivation and Achievement: Motivation Enhancing Environment, 6, 117-160.
Pintrich, P. R. (2003). Motivation and classroom learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp.103-122). Hoboken, NJ: John Wiley & Sons.
Putnam, T. (1995). Improving wildland firefighter performance under stressful, risky conditions: toward better decisions on the fireline and more resilient organizations. Proceedings of the Findings From the Wildland Firefighters Human Factors Workshop, Missoula, Montana.
Small, R.V., & Gluck, M. (1994). The relationship of motivational conditions to effective instructional. Educational Technology, 36(8), 33-40.
Tedesco, P. (2001). Using group models to support group planning interactions in MArCo. Revista Brasileira de Informática na Educação, 11(1), 47-53.
Tedesco, P., & Rosatelli, M. C. (2004). Helping groups become teams: techniques for acquiring and maintaining group models. Proceedings of ITS 2004 Workshop on Computational Models of Collaborative Learning, Maceió, Brazil.
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wedemeyer, C. A. (1988). Back Door Learning In the Learning Society. In D. Sewart, D. keegan & B. Holmberg (Eds.), Distance Education (pp. 128-129). New York: Rutledge.
Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616-622.
Weinstein, C. E. (1988). Assessment and training of student learning strategies. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp.291-316). NY: Plenum Press.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281-299.
Woukeu, A., Millard, D. E., Tao, F., & Davis, H. C. (2005). Challenges for semantic grid based mobile learning. In Proceedings of IEEE SITIS Conference, Yaounde, Cameroon.
電子全文 Fulltext
本電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。
論文使用權限 Thesis access permission:校內校外完全公開 unrestricted
開放時間 Available:
校內 Campus: 已公開 available
校外 Off-campus: 已公開 available


紙本論文 Printed copies
紙本論文的公開資訊在102學年度以後相對較為完整。如果需要查詢101學年度以前的紙本論文公開資訊,請聯繫圖資處紙本論文服務櫃台。如有不便之處敬請見諒。
開放時間 available 已公開 available

QR Code